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School Community Partnerships and Transition Pathways

 


             (National Crime Prevention Council 1999, p. 40). Successful career and transition programs are of the key components currently linking communities with local schools. According to McInerney (2004) and Giddens (1998), such programs provide transparent and sustainable links between schools, young people, community and employment agencies. Successful career programs also sketch out the trajectories of young people who in the process achieve a status as social, political and economic agents. That is, they can celebrate their ability to plan, implement, evaluate and change and to become active participants in their life worlds (McInerney 2004). Career programs that equip young people with the skills necessary to survive in an ever-changing labour market are also essential. For the school leaver, being clear as to the steps and goals needed to pursue a successful career pathway is associated with their having strong interpersonal and intrapersonal skills as well as being able to foster and nurture community connections (Broadbent et al. 2012).
             Ben-Shahar (2007) asserts that possessing a tangible career focus is synonymous with having hope and envisioning the achievability of one's personal success story. These are essential characteristics for the enabling of a happy and fulfilling working life. These dimensions are often the result of innovative school community partnerships that build community identity, recognise the role of families in careers opportunities and welcome agency involvement in shaping careers, policy and procedures (Department of Education, Employment and Workplace Relations [DEEWR] 2008). Identifying and embedding community resources and perspectives into curriculum and pedagogy is said to 'revitalize curriculum and pedagogy and make learning more relevant and accessible for students. Learning in the community gives young people opportunities to develop, apply and refine valuable skills and knowledge while increasing their capacity to participate and contribute in the world around them' (Education Foundation 2001, p.


Essays Related to School Community Partnerships and Transition Pathways

1. One School's Approach to Community Partnerships

And understanding how schools and community stakeholders establish meaningful partnerships helps make sense of why it is that some career transition programs are more successful than others. For the past decade Australian Government policy has expressed an urgent need for school and community members to support the successful transition of young people into further schooling or employment pathways (Rainey et al. 2008; Alford and James 2007). ... The Melbourne Declaration on Educational Goals for Young Australians 2008 reiterates the benefits of strong partnerships between schools and exte...

  • Word Count: 5495
  • Approx Pages: 22
  • Grade Level: Undergraduate

2. Sport Development Systems

These influences have been British Public Schools, boys playing football in school (use of rules/ control) the value was followed through to working environment/lives. Allowing the sport to become gradually more codified in schools. ... In public schools they realised that it provided a place for the dispersal of excess energy, so that public schools use their energy in a positive way and not towards antisocial or criminal activity. ... The partnership initially concentrated on training teachers, however has been expanded to also cover schools, communities, and children with disabilities. ... ...

  • Word Count: 2190
  • Approx Pages: 9
  • Has Bibliography
  • Grade Level: Undergraduate

3. Research Paper - Homelessness

Knowing this, Shelley Mallet, Doreen Rosenthal and Deborah Keys studied young people ages 12 to 20 years and documented their findings in Young people, drug use and family conflict: Pathways into homelessness. ...

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4. Overview of Standards for Teachers

As a trainee teacher, you will encounter children from many different linguistic communities, some of whom have been established locally for several generations, others more recently arrived. ... In my opinion the biggest issues bilingual children face is fitting in and the transition period for learning a new language. ... Observe the child in a range of situations and find out the following: EAL pupil profile: Initials: B.Z.K Year Group: 6 New student to school on 29th November 2013 1) The child's linguistic background (what languages he/she understands, speaks, reads or writes) and ...

  • Word Count: 8475
  • Approx Pages: 34
  • Has Bibliography
  • Grade Level: High School

5. Student-Led Conferences and Minority Student Achievement

"Over 30% of U.S. schools are in rural communities, yet less than 6% of research conducted in schools includes rural schools" (Hardré, Sullivan, & Crowson, 2009). ... Based on literature review, rural communities experience issues with parental involvement and student achievement just as those in urban communities. ... Rural communities are less likely to have public transportation which adversely affects travel to after school programs (Collins, Bronte-Tinkew, & Logan, 2008). Because of lack of resources and financial means, it would be expected that parents of low socioecono...

  • Word Count: 9089
  • Approx Pages: 36
  • Grade Level: Undergraduate

6. The Wicked Problems of British Cities

In addition the general approach adopted places more emphasis, at least rhetorically, on building local partnerships and the involvement of local people in identifying and addressing these problems. ... Violence against the person was 37.8 per 1000 population compared with 11.4 nationally; In 1998 only 11 of the 488 schools with more than 35 per cent of pupils on free school meals attained the national average level of GCSE passes; During 1999, 26 per cent more people died from coronary heart disease in the 20 per cent most deprived Health Authorities than in the country as a whole; 43 per c...

  • Word Count: 9857
  • Approx Pages: 39
  • Grade Level: Undergraduate